Abstract

This paper examines how Spanish university teachers learn in the workplace and how, that being the case, the place of residence influences their use of learning strategies. Methodology: It draws on quantitative data from the 2012 PIAAC (Programme for the International Assessment of Adult Competencies) survey in a European sample of 276 respondents, comparing Spain with the other European countries participating in PIAAC (Cyprus, Czech Republic, Denmark, England, Flanders, France, Italy, Netherlands, Northern Ireland, Poland, and Slovak Republic). Statistical analyses of a descriptive and inferential kind were performed, reporting its effect sizes. Results: On the one hand, results reveal that university teachers tend to use a high number and array of learning strategies, emphasising their ability to adapt to everyday work challenges. A better look, though, indicates that Spanish university teachers do not relate new learnings with those previously acquired in comparison with other European university teachers. On the other hand, university teachers show a medium-low level of learning at work, being Spain the country with the highest level of learning achieved -measured by learning from co-workers or supervisors, learning-by-doing from the tasks performed, and keeping up to date with new products or services. Discussion: Findings are discussed through the impact of learning strategies on university teachers’ performance, whereas new lines of research are opened up.